Middlebury register. (Middlebury, Vt.) 1886-1937, 1887-05-13
Dome Department.
ARITHMETIC IN OUR PUBLIC
SCHOOLS,

II IL SOOu Olllen JldJ here ana t1lere
the more intelligent and thoughtful pa
rents are waking up to the fact that
great deal of the time and effort expend-
ed in teaching and learning arithmetic in
our public schools is wasted, or worse
than wasted. 1t is well that such parents
are giving public expression to their CON
victions. Others should join them in like
expressions; and the discussion should
be continued until decided and long
needed reform is effected.
The waste arises in part from pressing
too much arithmetic upon young pupils,
and in part from wasteful methods of
teaching. As a general rule, TIL pupils are
ten years of age little more should be at
tempted in this branch than to make them
proficient in neat and facile execution of
work, in accuracy and despatch in pro-
cesses coming under the four fundamen-
tai rules. All this depends mainly upon
memory, and habits of execution; and
very little upon the reasoning powers.
The former can and should be early cul-
tivated; the development of the latter be-
longs to ripper years.
The prevalent and erroneous method is
not only the occasion of much vexation
and worry to the children. but sends
them out with little facility to perform
just the mathematical work which they
will have most occasion to perform. 1t
! il hot l. |
lowed to be pulling over problems in
compound proportion, allegation medi-
al. allegation alternate. square root. cube
root and mensuration. before they have
acquired the power eXpertly and accur-
ately to cast up a ledger column. or dc
much of sum in multiplication or divi-
sion. The failure to secure good mathe-
NAUTICAL results is only part of the evil
The mind is permanently damaged, and
the needed and fitting opportunity fol
the acquisition of facility, power and re.
sources, is irretrievably lost.
The immense waste of tine and effort
arising from the use of non-economical
methods is very inadequately appreciat.
ed. This waste is greatest Just where il
can be least afforded, that is. in those
processes. which. beyond the Fundamental
rules, have the most frequent application
in practical life. As examples. will cit,
interest and percentage. In determining
what is the best method of teaching thes,
topics in the school-room. it ought to b,
evident that the real question is not. How
can the scholars be burthened with tn,
largest amount of figuring, reasoning ant
explanation: but this rather. How can
he be taught, most simply. concisely anC
speedily to reach the desired result: Thu
ordinary way of teaching interest q nov
omit the consideration of percentage an
sMers the former of the above two inquir
les, and leaves the second unanswered
And yet it is safe to say that the bette
method can be well taught in one-twen
tieth of the time usually expended il
poorly teaching the more cumbersome
method.
The usual computation of interest i
based upon these simple data. 1t is
specific percentage or specified humble
hundredths, of the principal for one yea
of twelve months, each month of thirt,
) days. If. then, the percentage be 6. it i
evident that the interest of any principa
for two months, or sixty days, will b.
one hundredth of that principal, and thi
is found by removing the decimal pon
of the principal two places to the left
! Having thus the interest for two months
it is very simple matter to find it 70
any number of months, or for any mum
t Der of months and days. For example
Suppose that the interest be required o
;; Sl560 for 5mo. I'D. at 6 per cent.
, Sl5.G0=int. for cod.
1560= " :"
$50 " BOD
, GA - Did